This article tests the relationship between child-training variables and cultural complexity. Attention is paid to different types of socialization pressure (group-oriented versus individual-oriented; the degree of anxiety created by the pressure). Findings suggest that group-oriented socialization promotes societal complexity, but individual-oriented socialization and pressure-induced anxiety do not.

This article tests the relationship between child-training variables and cultural complexity. Attention is paid to different types of socialization pressure (group-oriented versus individual-oriented; the degree of anxiety created by the pressure). Findings suggest that group-oriented socialization promotes societal complexity, but individual-oriented socialization and pressure-induced anxiety do not.

This article investigates relationships between socialization practices, group values, and cultural complexity. Analysis suggests that child-rearing variables and group cohesion in value orientation contribute significantly and independently to cultural complexity.

This study examines the role of schooling in socialization processes and cultural complexity, seeking to understand whether schooling is correlated with these variables and/or affects them. The author concludes that school serves as a socializer for young children, a skill developer for older children, and a homogenizing force on societal child-rearing practices.

Child-rearing practices are tested for a relationship to art and music characteristics in a cross-cultural sample.

Child-rearing practices are tested for a relationship to art and music characteristics in a cross-cultural sample.

This study examines the role of schooling in socialization processes and cultural complexity, seeking to understand whether schooling is correlated with these variables and/or affects them. The author concludes that school serves as a socializer for young children, a skill developer for older children, and a homogenizing force on societal child-rearing practices.

Child-rearing practices are tested for a relationship to art and music characteristics in a cross-cultural sample.

This study examines the relationship between disequilibrium in child-rearing and societal complexity (particularly social complexity rather than technical complexity). The author suggests that child-rearing plays a role in forming cultural dimensions.

This study examines the relationship between disequilibrium and cognitive development using measurements of child-rearing, presence of high gods, and games of strategy.